page_title: Free school movement
section_title: Origins and influences
hierarchical_section_title: Free school movement / Origins and influences
caption_attribution_description: English: Mainbuilding of the Summerhill School in Leiston, Suffolk (1993) Deutsch: Hauptgebäude der von A. S. Neill begründeten Internatsschule Summerhill im englischen Leiston; 1993 Español: Escuela de Summerhill, 1993
context_page_description: The free school movement, also known as the new schools or alternative schools movement, was an American education reform movement during the 1960s and early 1970s that sought to change the aims of formal schooling through alternative, independent community schools.
context_section_description: As disenchantment with social institutions spread with the 1960s counterculture, alternative schools sprouted outside the local public school system. Funded by tuition and philanthropic grants, they were created by parents, teachers, and students in opposition to contemporaneous schooling practices across the United States and organized without central organization, usually small and grassroots with alternative curricula. Their philosophical influence stemmed from the counterculture, A. S. Neill and Summerhill, child-centered progressive education of the Progressive Era, the Modern Schools, and Freedom Schools. Influential voices within the movement included Paul Goodman, Edgar Z. Friedenberg, Herb Kohl, Jonathan Kozol, and James Herndon, with titles such as A. S. Neill's 1960 Summerhill, George Dennison's 1969 The Lives of Children, and Jonathan Kozol's 1972 Free Schools. The movement's transference of ideas was tracked through the New Schools Exchange and American Summerhill Society.
  The definition and scope of schools self-classified as "free schools" and their associated movement were never clearly delineated, and as such, there was a wide variation between schools. The movement did not subscribe to a single ideology, but its "free schools" tended to fall into the binaries of either utopian cultural withdrawal from external concerns, or built on the legacy of freedom schools with direct political address of social injustices. This dichotomy was also seen in the type of students the school attracted with the former usually white, middle class students and the latter usually poor, black, and inner-city. Some schools practiced participatory democracies for self-governance. The "free schools" movement was also known as the "new schools" or "alternative schools movement". Author Ron Miller defined the free school movement's principles as letting families choose for their children, and letting children learn at their own pace.
caption: Summerhill, the model for the first American free schools, pictured in 1993
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